First Year Pathways: Giving Students a Strong Start
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Presentation at the 2nd Annual LACCD AtD Retreat by Crystal Kiekel, Director of the Center for Student Success at Pierce College; 3CSN College & Career Readiness Coordinator; PIP Facilitator, Jessica Cristo, ADELANTE Director, East Los Angeles College; PIP Facilitator, Andrew Sanchez, Harbor College
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First Year Pathways: Giving Students a Strong Start
- 1. First Year Pathways: Giving Students a Strong Start 12:45p.m.-2:00p.m. Presenters: Crystal Kiekel, Director of the Center for Student Success at Pierce College; 3CSN College & Career Readiness Coordinator; PIP Facilitator Jessica Cristo, ADELANTE Director, East Los Angeles College; PIP Facilitator Andrew Sanchez, Harbor College Cecile Davis Anderson, Counselor Lead and Coach Coordinator for PCC Pathways, Pasadena City College Shelagh Rose, Assistant Professor and ESL Lead for PCC Pathways, Pasadena City College Carrie Starbird, Assistant Professor and Math Lead for PCC Pathways, Pasadena City College
- 2. Agenda • 12:45pm-1:10pm: Introduction, PIP – Crystal Kiekel, LAPC, 3CSN • 1:10-1:30: Persistence Survey Results, Jessica Cristo, East Los Angeles College • • 1:30-1:40: Example of a new First Year Experience Program, Andrew Sanchez, Harbor College • 1:40-2:00: Cecile Davis Anderson, Counselor Lead and Coach Coordinator for PCC Pathways, Pasadena City College ; Shelagh Rose, Assistant Professor and ESL Lead for PCC Pathways, Pasadena City College : Carrie Starbird, Assistant Professor and Math Lead for PCC Pathways, Pasadena City College • 2:00-2:30: Q&A
- 3. Why PIP?
- 4. How do you define persistence?
- 5. What are some of the barriers that students today face that make it difficult to persist?
- 9. Pierce College: fall 2008: 37%
- 11. • Meet their goals? • Transfer? • Drop out?
- 12. • Financial? • Motivation? • Preparation?
- 13. Placement Extended Financial test? orientation? aid? Focus Service groups? Ed Puente? Learning? Plan? How can we help? Reading Peer skill? mentors? Umosia? Pathways? Tutoring? PD 40? English and Habits of Teaching math? Mind? styles?
- 14. Step 1: Identify the Problem • Psychosocial prep • Know expectations • Ed Plan • English and math
- 15. Step 2: Identify the Inquirers • District Reps • Faculty • Counselors • Administrators • Researchers
- 16. Step 3: Gather Data • Interview • Focus groups • Read • Make a guess
- 17. Step 4: Try Something • Try • Fail • Revise • Try it again
- 18. Step 5: Revise and Document • Gather data • Regular district/ campus reports • Learn from each other
- 22. 3. How do you define student persistence on your college campus? 30 25.2 25 20.73 20 18.29 15.85 15 13.01 10 5.69 5 0 Completion Achieving Semester Enrollment Courses Passing Goals Compeletion N=246
- 23. Examples of Persistence • Completing 12 units with a C or better each term. Students who stay in college in spite of • Students remaining Regular attendance, class financial hardships and enrolled and attending participation and completion of other factors that classes throughout the homework assignments prevent them from semester Students completing their completing assignments courses and seeking help when • Continued enrollment and success until needed completion of either: A degree program, A certificate program Or, the acquisition of skills and knowledge • Willingness to do what has to be which might be a limited subset of a done to complete degree or certificate. This last item is a assignments, get to class on-time key component to a "community" consistently, knowing the college providing continuing education importance of good GPA, and for employed/employable adults most of all knowing that an education can take you anywhere.
- 24. 4. What is your department or program doing to support student persistence? 18 16.32 15.9 16 14.64 14 12 10.88 10 10 8 6 4 2 0 Tutoring Support Department Program Helping N=239
- 25. Examples of Department Efforts ENGLISH: we have people to We offer Puente, two help students persist First-Year Experience through trials: writing center cohorts. Support We have a Child Dev. lab that tutors & faculty members services, such as provides help to students in who reach out to help tutoring, labs, worksh classes and a place to gather students; we collaborate w/ ops which creates community and other departments, too. definitely adds to success and We provide orientation persistence. We also have a sessions so that students We have developed and funded math tutor right in our Child are fully aware of the Dev. Dept. because math is a department student resource demands of their chosen one area many students have center that offers tutoring, resources, workshops, field. We also tutor in trouble with. We also have a lending library, computers, and problem areas and dedicated counselor paid by a individual support to students maintain flexible office special grant which helps and faculty in the department. hours. students tremendously. We also offer some courses bilingually (English/Spanish).
- 26. 5. Describe 1-3 Barriers You See That Inhibit Student Persistence on Your Campus. 20 17.89 18 16 14 14 14 14 13 12 10 8 6 4 4 2 0 College Basic Skills Financial Courses & Support Books Offerings N=246
- 27. Examples of Barriers Lack of non-cognitive skills (e.g. We offer Puente, two inability to adapt to college First-Year Experience environment) 2. Academic under cohorts. Support Students aren't prepared for preparedness 3. Open enrollment services, such as college. They can read words system tutoring, labs, worksh on a page, but they can't ops comprehend what they are Students lacking specific reading. They don't want to academic goals and a plan. I also think that lack of take notes. Students not connecting information (or rather with their peers on campus. not knowing where to I teach night classes Lack of enough full-time find it) and/or absence of and students do not faculty committed to one family members who have any contact campus community. have gone to college can with anyone. Overburdening of too few also make it hard for full-time faculty to conduct students to make the the work of the right choices regarding college, including their education. connecting and mentoring students.
- 28. Q6. What is your role in supporting student success? 18 16.73 16 14 12 10 9.39 9.39 8 6.53 6 4 2 0 Encourage Services Program Skills N=245
- 29. Examples of Supporting Student Persistence My role as an instructor is not only teaching, but encouraging the I hound them--email when students along the way and being Encourage, innovate they are absent, & truthfully about their progress. recommend ways to improve and praise student their skills in a efforts. positive, supportive manner. I encourage student to Show up. Be there for come see me during office them. Know the hours, I alert students when campus and services they miss available. Encourage Created accelerated exams/assignments an understanding of programs. (several), and about their the importance of attendance. reading and writing, of basic skills and educational goals.
- 30. Los Angeles Harbor College 2nd Annual LACCD Achieving the Dream Retreat First Year Experience ATD Intervention Update Presented by Dan Ruiz and
- 31. Who We Are and How We Planned • ATD Core and Data Teams and First Year Experience Working Committee • Broad Range of Campus Wide Participation • Ongoing Steering Meetings • Review and Research • Limited Use of Funds • Traditional Cohort FYE Program Model • Implemented and Launched with Pilot Cohort in Fall 2012
- 32. What We Are Doing • Recruitment and Orientation • Pre-Semester Retreat • Pre-Selected Courses • Cohort Building Activities • Learning Coach and Early Alert • Ongoing Communication with Teaching Faculty • Assessments, Discussions and Changes
- 33. Main Themes and Findings So Far • Appear to be doing Successful Course better overall Completion • Have developed social and learning networks • Have learned to navigate the institution Higher Number of Units • Have completed Ed Completed Plans • Have built relationships • Are developing a culture of success attitude Higher GPA
- 34. Outcomes So Far FALL 2012 Course Successful Avg Units Course Completio Attempte Avg Units n Retention n GPA d Completed FYE Art 103 104 99.0% 93.3% 2.74 10.44 10.70 English 28 72 98.6% 81.9% 2.70 10.57 11.06 PD 17 73 100.0% 97.3% 2.70 10.49 10.97 ServLrn 100 67 98.5% 85.1% 2.74 10.42 11.00 Total 316 99.1% 89.9% 2.72 10.48 10.91 Comparison Art 103 38 76.3% 63.2% 2.38 8.58 6.87 English 28 75 82.7% 61.3% 2.18 9.12 8.03 PD 17 27 96.3% 96.3% 2.77 8.44 7.41 ServLrn 100 25 84.0% 72.0% 3.23 8.00 8.80 Total 165 83.6% 69.1% 2.46 8.72 7.78 All Courses Art 103 192 77.6% 60.9% 2.50 8.14 6.98 (Includes English 28 590 84.4% 67.6% 2.35 9.02 8.00 Comparison Group) PD 17 167 94.0% 89.2% 2.58 8.99 8.43 ServLrn 100 25 84.0% 72.0% 3.23 7.98 8.78 Total 974 84.7% 70.1% 2.44 8.82 7.89
- 35. What We Are Doing Next •Assess Full Year Outcomes •Evaluate What Worked and What Did Not Assessment •Evaluate the Fiscal Costs of the Synthesis Program •Make Changes Based on Data Implement •Institutionalize and Scale up •Begin Year 2 FYE Pilot Student Success
- 36. Pasadena City College Pathways Cecile Davis Anderson, Counselor Lead & Coach Coordinator for PCC Pathways Shelagh Rose, Assistant Professor and ESL Lead for PCC Pathways Carrie Starbird, Assistant Professor & Math Lead for PCC Pathways
- 37. Question, Comments, and Share-Out